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In this study, we used the Rasch measurement to investigate the fairness of the listening section of a national computerized high-stakes English test for differential item functioning (DIF) across gender subgroups. The computerized test format inspired us to investigate whether the items measure listening comprehension differently for females and males. Exploring the functioning of novel task types including multimodal materials such as videos and pictures was especially interesting. Firstly, the unidimensionality and local independence of the data were examined as preconditions for DIF analysis. Secondly, the authors explored the performance of female and male students through DIF analysis using the Rasch measurement. The uniform DIF analysis showed that 25 items (out of 30 items) displayed DIF and favored different gender subgroups, whereas the effect size was not meaningful. The non-uniform DIF analysis revealed several items exhibiting DIF with a moderate to large effect size, favoring various gender and ability groups. Explanations for DIF are hypothesized. Finally, implications of the study regarding test development and fairness are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers' tasks in schools are offered. [ABSTRACT FROM AUTHOR]